Nurturing Learning or Encouraging Dependency? Teacher Constructions of Students in Lower Attainment Groups in English Secondary Schools

Autor/inn/en	Mazenod, Anna; Francis, Becky; Archer, Louise; Hodgen, Jeremy; Taylor, Becky; Tereshchenko, Antonina; Pepper, David
Titel	Nurturing Learning or Encouraging Dependency? Teacher Constructions of Students in Lower Attainment Groups in English Secondary Schools
Quelle	In: Cambridge Journal of Education, 49 (2019) 1, S.53-68 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mazenod, Anna) ORCID (Taylor, Becky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2018.1441372
Schlagwörter	Foreign Countries; Secondary School Students; Teacher Attitudes; Secondary Schools; Low Achievement; Teacher Student Relationship; Learning Processes; Teacher Effectiveness; Control Groups; English Teachers; Mathematics Teachers; Grade 7; Ability Grouping; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Lehrerverhalten; Sekundarschule; Unterdurchschnittliche Leistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; School year 07; 7. Schuljahr; Schuljahr 07; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	'Ability' or attainment grouping can introduce an additional label that influences teachers' expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers' expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01